Office of Curriculum and Instruction

Adopted by the Somerville Board of Education on 9/3/2019

Grade 1 English Language Arts Abstract

In the grade 1 language arts literacy curriculum, students focus on consonant digraphs, consonant blends, and three-letter glued sounds. Reading strategies are practiced to gain deeper meaning. Small moments in time within students’ lives are the platform for creating short, narrative stories, which are stretched into longer stories. A portfolio of writing pieces documents students’ growth over time. In the areas of speaking, listening, and viewing, students begin to express personal opinions related to reading and writing. Students read for fluency, as well as use visual clues, such as graphs and charts to understand ideas. Students who quickly master skills are provided with opportunities for additional instructional experiences. The curriculum builds on research-based strategies for speaking, reading, and writing.

Written by: Jennifer Setzer

Reviewed by: Valentina Carleo, Supervisor of Curriculum

Melissa Stager, Director of Curriculum & Instruction

Somerville Public Schools Scope, Sequence, and Pacing Guide

Grade 1

Subject Area: ELA Grade Level: 1

Unit 1: September -

November

Focus: Emotions

Unit 2: November-January

Focus: Culture

Unit 3: February - April

Focus: Needs/Wants

Unit 4: May-June

Focus: Future Ready!

Transfer Goals TG1: Read and retell stories

using key details from the text,

as well as the text’s

illustrations, to describe the

characters, setting, and major

events—demonstrating an

understanding as to what

information was provided

through words and what

information was provided by

images.

TG2: Write a detailed narrative

that delineates a beginning,

middle, and end, and recounts

two or more appropriately

sequenced events.

TG1:Read and retell stories

using key details from the text.

Within an informational text,

students will demonstrate an

ability to identify the main idea

of a text and describe the

connection between two

individuals, events, ideas, or

pieces of information.

TG2: Write

informative/explanatory pieces

in which they name a topic,

provide facts, and develop a

sense of closure.

TG1: Read mentor texts that

contain opinion and cite

relevant evidence and apply

those skills in a developed

opinion piece.

TG2: Connect the skills of

opinion reading and writing

and create an advertisement

strategy to promote a

product or service for market

day.

TG1: Read and cite evidence from informational text for our personal essay analyzing how the historical figure connects to our personal goals.

TG2: Analyze how a theme is developed over the course of a text and how it teaches a reader to be their best selves.

Enduring

Understandings

EU1: Family, friendships,

culture and traditions trigger

our emotions - good and bad.

EU1: There are similarities and

differences between countries

and cultures

EU1: Persuading someone

requires a reader and writer

EU1: This varies based on the individual. However, being your best self requires you to make a positive mark on the world.

EU2: Our past experiences and

memories help us learn about

how we feel and react to

different life experiences.

EU3: Life is filled with surprises,

and learning how to react in

appropriate ways helps build

healthy relationships.

EU2: The history, traditions and

celebrations help to make their

chosen country unique

EU3: They can accept and

celebrate other cultures that

differ from their own

to state key details

containing the following:

○ Arrive at an opinion ○ Identify valid reasons to

support your point of view

EU2: Persuasion is important

to educate others and elicit

meaningful conversation

while respecting others’

personal opinions

EU3: Persuasive techniques

get your opinions heard and

believed

EU4: It is healthy for people

to have their personal

thoughts and feelings heard.

Opinions are grounded in

personal connections and

background knowledge.

EU5: People utilize coping

skills to respectfully agree

and disagree with others.

Norms are established in

groups on how we can agree

to disagree.

EU2: A goal is important because it lays out a plan and helps guide a person as they move through life.

EU3: Reading pieces expose students to both negative and positive decisions. Readers can learn from someone else’s mistakes and successes.

Essential

Questions

EQ1: How can certain events

trigger our emotions?

EQ2: How can our prior

experiences shape our

emotions?

EQ3: How do we cope with

different emotions in our day?

EQ1: What is culture and why

study it?

EQ2: Why is it important to

share individual cultures within

our community?

EQ3: What happens when we

don’t come together and show

acceptance for all cultures?

EQ1: How do you persuade

someone?

EQ2: Why is persuasion

important?

EQ3: Why do people have

differing opinions?

EQ4: How do you disagree or

agree with someone?

EQ1: What does it mean to be your best self? Why is it important to set goals?

EQ2: How do we draw inspiration from our reading pieces to be our best selves?

Major Skills ● Key Details ● Characters ● Setting ● Major Events ● Feeling Words ● Point of View ● Context Clues ● Text Features ● Narrative Writing Piece

● Key Details ● Fiction versus Nonfiction ● Main Idea ● Informational ● Connecting Characters,

Events, and Ideas Within Text

● Text Features ● Informational Writing Piece ● Standard Grammar

Conventions

● Questioning ● Key Details ● Point of View ● Compare and Contrast ● Text Features ● Understanding the role

of pictures and words ● Tracing an Argument ● Speaking Across Texts ● Opinion Writing

Lesson/Theme ● Analyzing Words/Phrases ● Feeling Words ● Characters ● Setting ● Major Events ● Illustrations ● Details ● Tracing a Claim/Reason

Writing How Writer’s Work Students will

become familiar with the writing

process and begin to see

themselves as writers. Students

will learn to look to the world for

writing inspiration and learn the

value of mentor texts and reading

like a writer.

Narrative Rubric

Personal Narrative: Students will construct a personal narrative focusing on a moment in which they experienced. Narrative Rubric

Nonfiction/All About Writing – Students will select a nonfiction topic to research and built an All About book that contains evidence supporting the larger topic. Students will create headings, subheadings, insert relevant information.

Book Review/Opinion- Using mentor texts, students will generate seed ideas that will contain opinions. Students will select one of those opinion based seed ideas and take it through the writing process.

Alternate

Assessment

Managing Emotions PBL

Goal: Students will be given a

variety of texts that contain

conflict. Students will be

challenged to first identify the

feelings and emotions that the

characters display, and then

create a plan on how to

respond to the conflict in a

healthy manner.

Role: The student can take on

the role of one of the following:

● Mom ● Dad ● Best Friend ● Teacher ● You are going to

provide the character with a plan on how to solve the problem and deal with the emotions in a healthy way.

PBL Name: Cultures Coming

Together

Goal: Students will choose a

country to research, focusing on

traditions and celebrations.

Students will complete a formal

informational piece on their

chosen country. Students will

then choose a form of

presentation to present their

knowledge to the class. They will

then come together to hear

about the different cultures and

compare others to their

researched country through

interviews.

Role: The students will take on

the role of a citizen within their

chosen country.

PBL Name: Market Day

Goal: The students will select

a good or service that they

develop, using an

advertisement platform to

convince an audience to

select their service or

product.

Role: Entrepreneur

Audience: VDV Community

Situation: An entrepreneur is an individual that looks to the world and finds a need for a good or service. For example, Walt Disney was an entrepreneur that created Disney. Your job is to create a good or service that stands out and is needed by the VDV community.

● PBL Wax Museum - Adolescents struggle with taking advice from those that are older and wiser. The goal of this unit is to research a notable historical figure and analyze their impact on society. The students will then present to an audience about their chosen historical figure acting as if they were the notable figure. Students will dress up as the figurehead, bring in artifacts supporting their presentation, and answer questions from the audience from the perspective of their chosen historical figure.

Formative

Assessment

● Admit Slips ● Class discussions ● Assigned homework ● Student participation ● Independent group

work/projects ● Quizzes

● Admit Slips ● Class discussions ● Assigned homework ● Student participation ● Independent group

work/projects ● Quizzes

● Admit Slips ● Class discussions ● Assigned homework ● Student participation ● Independent group

work/projects ● Quizzes

● Admit Slips ● Class discussions ● Assigned homework ● Student participation ● Independent group

work/projects ● Quizzes

Summative

Assessment

● Guided Reading Groups

● Running Records

● Writing on Demands

● Reading on Demands

● Dibels

● Fundations Assessments

● Presentations (PBLs)

● Essays or narratives writing

projects

● Technology based

assignments (create blogs,

websites, multimedia

presentations).

● Guided Reading Groups

● Running Records

● Writing on Demands

● Reading on Demands

● Dibels

● Fundations Assessments

● Presentations (PBLs)

● Essays or narratives writing

projects

● Technology based

assignments (create blogs,

websites, multimedia

presentations).

● Guided Reading Groups

● Running Records

● Writing on Demands

● Reading on Demands

● Dibels

● Fundations Assessments

● Presentations (PBLs)

● Essays or narratives

writing projects

● Technology based

assignments (create

blogs, websites,

multimedia

presentations).

● Guided Reading Groups

● Running Records

● Writing on Demands

● Reading on Demands

● Dibels

● Fundations Assessments

● Presentations (PBLs)

● Essays or narratives writing

projects

● Technology based assignments

(create blogs, websites,

multimedia presentations).

Technology

Integration

● SMARTboard technology ● todaysmeet.com ● padlet.com ● Google Applications

(Documents, Forms, Spreadsheet, Presentation)

● Screencastify Sample Technology Integration Activity: Students will create a virtual storybook using StoryJumper.com, Google Slides, or Prezi. Pictures and animation will be used. Using one of the above platforms will allow the students to integrate narrative writing techniques with a digital story-telling tool.

● SMARTboard technology ● todaysmeet.com ● padlet.com ● Google Applications

(Documents, Forms, Spreadsheet, Presentation)

● Prezi ● Screencastify Sample Technology Integration Activity: Students will create a virtual storybook using StoryJumper.com, Google Slides, or Prezi. Pictures and animation will be used. Using one of the above platforms will allow the students to integrate narrative writing techniques with a digital

● SMARTboard technology ● todaysmeet.com ● padlet.com ● Google Applications

(Documents, Forms, Spreadsheet, Presentation)

● Screencastify Sample Technology Integration Activity: Students will create a virtual storybook using StoryJumper.com, Google Slides, or Prezi. Pictures and animation will be used. Using one of the above platforms will allow the students to integrate

● SMARTboard technology ● todaysmeet.com ● padlet.com ● Google Applications

(Documents, Forms, Spreadsheet, Presentation)

● Screencastify Sample Technology Integration Activity: Students will create a virtual storybook using StoryJumper.com, Google Slides, or Prezi. Pictures and animation will be used. Using one of the above platforms will allow the students to integrate narrative writing techniques with a digital story-telling tool. This integration will

This integration will allow the students to apply skills such as plot and character development, adding details for setting, and develop mood and tone through word choice and images.

story-telling tool. This integration will allow the students to apply skills such as plot and character development, adding details for setting, and develop mood and tone through word choice and images.

narrative writing techniques with a digital story-telling tool. This integration will allow the students to apply skills such as plot and character development, adding details for setting, and develop mood and tone through word choice and images.

allow the students to apply skills such as plot and character development, adding details for setting, and develop mood and tone through word choice and images.

Resources ● Wemberly Worried

● Questioning Sticks

● David Goes To School ● David Gets In Trouble ● Owen

● Ormie Media Clip

● Ralph Tells A Story

● Goal Setting Template ● Lily’s Big Day

● Ira Sleeps Over ● Word Sort

● Question Sort

● Chrysanthemum

● MyOn Text- The Sun by Martha E. H. Rustad

● MyOn Text The Moon, by Martha E.H. Rustad

● The Stars, by Martha E.H. Rustad

● Chester’s Way, Kevin Henkes

● Choice Board and Graphic Organizer

● Learning about Fiction ● Fiction versus Nonfiction

Activities:

● http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

● interactive Venn Diagram

● recording sheet.

● Penguin Fiction vs. Non-

Fiction Sheet

● Who Has These Feet

● Snow

● Animals in Winter

● Clothes Around the World

● A Balanced Diet

● Hippo

● Ambulances to the Rescue

Around the World

● Images Main Idea Activity

● A World Of Festivals.

● Images Main Idea Activity

● Pigeon Wants a Puppy

● Pigeon Needs A Bath

● Don't Let The Pigeon Stay

Up Late

● Don't Let Pigeon Stay Up

Late Persuasive Writing

Link

● Sample Key Details

Graphic Organizers:

● Student Graphic

Organizer Key Details

● Student Graphic

Organizer Nonfiction Key

Details

● Student Graphic

Organizer Key Details

● Click Clack Moo

● Key Details for Click Clack Moo

● Should We Have Pets

● Sticky Note Mat

● Michelle Obama (MyOn) ● Stephen Curry (MyOn) ● Hayley Wickenheiser (MyOn) ● Abraham Lincoln (MyOn) ● Maurice Sendak (MyOn) ● Popcorn Poem ● Sample Anchor Chart ● Sensory Word Foldable ● Poetry Visualization ● Visualizing Fire Flies ● The Listening Walk ● My Many Colored Days ● Llama Llama Why Are You Mad

At Mama ● Word Window/Words that

Suggest Feelings ● Tops and Bottoms ● character trait list ● The Rainbow Fish ● Junkyard Wonders ● Enemy Pie ● Those Shoes ● graphic organizer ● Invisible Boy ● picture slideshow

● Modified Choice Board and Graphic Organizer

● character traits ● Olivia by Ian Falconer-

● No David

● David Gets In Trouble

● Shh! David’s Reading

● bow tie/Venn Diagram

● Callie Learns to Listen

● Goal Setting Template

● I Saw An Ant In A Parking

Lot

● Duck! Rabbit! - Amy Krouse

Rosenthal

● 3 Little Pigs ● The True Story of the 3

Little Pigs ● Venn Diagram

● We Are In A Book - Mo

Willems

● The Pigeon Wants A Puppy

-Mo Willems

● We All Come From Different

Cultures

● Schools Around the World.

● Welcome to Mexico.

● T Chart Template

● No David ● MyOn Text- The Sun by

Martha E. H. Rustad ● The Stars, by Martha E.H.

Rustad ● Soccer ● Big Trucks

● Golden Domes and Silver

Lanterns

● The Water Princess

● Carolina’s Gift

● Making Connection file

● No Mirrors in my Nana's

House

● Big Red Lollipop

● -Reading Passages 1 ● -Reading Passages 2

● Suki's Kimono

● Too Many Tamales

● Mango, Abuela, and Me

● Anchor Charts for Text Features

● Text Features Nonfiction

Graphic Organizers

● The Day The Crayons

Quit

● Achieve the Core Read

Aloud Guide to The Day

The Crayons Quit)

● Point of View Graphic Organizers Point of View (Page 4) Response Sheet

● I Wanna New Room ● Day and Night

● Night and Day

● Compare/Contrast Language

● Dog Versus Cat ● Details Anchor Chart 1

Key Details 2

● Venn Diagram

● Should We Have Pets

(Informational)

● A Weed is a Flower

● Duck For President

● A Weed is a Flower

Graphic Organizer

● Question/Answer

Graphic Organizer 1

● Question/Answer

Graphic Organizer 2

● Character Change Graphic Organizers

● All About Flowers (myon) ● RI 1.3 Pictures ● Drawing Connections in

Informational Text ● Categories Card Games ● What doesn't Belong ● Graphic Organizers for

Characters, Setting, Events ● Enemy Pie Main Events

Activity Sort ● Describing Characters Graphic

Organizer ● Plant pictures ● Water Sports ● The American Flag (Myon) ● What is Resume video ● Media Clip from Kid President

● Diary of a Fly

● Diary of a Spider

● Diary of a Worm

● Not Norman

● Hey Little Ant

● I Wanna Iguana

● All About Flowers

● Big Machines Drive

● What If You Had Animal

Teeth

● What If You Had Animal

Eyes

● Determining Importance

Anchor Chart

● Eat Your Peas

NJSLS Standards ● RL.1.1. Ask and answer questions about key details in a text.

● RL.1.3. Describe characters, settings, and major event(s) in a story, using key details.

● RL.1.6. Identify who is telling the story at various points in a text.

● RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

● RL.1.10. With prompting and support, read and

● RL.1.1. Ask and answer questions about key details in a text.

● RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

● RL.1.10. With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.

● RL.1.1. Ask and

answer questions

about key details in a

text. - week 1

● RL.1.6. Identify who

is telling the story at

various points in a

text. - week 2

● RL.1.9. Compare and

contrast the

adventures and

experiences of

characters in stories.

Week 3

● RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

● RL.1.3. Describe characters, settings, and major event(s) in a story, using key details.

● RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

● RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

● RI.1.3. Describe the connection between two individuals,

comprehend stories and poetry at grade level text complexity or above.

● RI.1.1. Ask and answer questions about key details in a text.

● RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

● RI.1.10. With prompting and support, read informational texts at grade level text complexity or above.

● W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

● W.1.5. With guidance and support from

● RI.1.2. Identify the main topic and retell key details of a text.

● RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

● RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

● RI.1.10. With prompting and support, read informational texts at grade level text complexity or above.

● W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

● W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event

● RI.1.1. Ask and

answer questions

about key details in a

text. - week 1 and

week 3

● RI.1.2. Identify the

main topic and retell

key details of a text.

● RI.1.5. Know and use

various text features

(e.g., headings, tables

of contents,

glossaries, electronic

menus, icons) to

locate key facts or

information in a text.

● RI.1.6. Distinguish

between information

provided by pictures

or other illustrations

and information

provided by the

words in a text.

● RI.1.7. Use the

illustrations and

details in a text to

describe its key

ideas.

● RI.1.8. Identify the

reasons an author

events, ideas, or pieces of information in a text.

● RI.1.8. Identify the reasons an author gives to support points in a text and explain the application of this information with prompting as needed.

● W.1.3. Write narratives in

which they recount two or

more appropriately

sequenced events, include

some details regarding what

happened, use temporal

words to signal event order,

and provide some sense of

closure. ●

adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed.

● RF.1.1. Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten foundation skills.

● RF 1.1A. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

● RF.1.2. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

● RF 1.2.A. Distinguish long from short vowel sounds in spoken single-syllable words.

order, and provide some sense of closure.

● RF1.1 A. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

● RF.1.2 A. Distinguish long from short vowel sounds in spoken single-syllable words.

● RF.1.2 B. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

● RF.1.2 C. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

● RF.1.3 A. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).

● RF.1.3 B. Decode regularly spelled one-syllable words

● RF.1.3 C. Know final -e and common vowel team conventions for

gives to support

points in a text and

explain the

application of this

information with

prompting as

needed. - week 1

● RI.1.9. Identify basic

similarities in and

differences between

two texts on the

same topic (e.g., in

illustrations,

descriptions, or

procedures).

● W.1.2. Write

informative/explana

tory texts in which

they name a topic,

supply some facts

about the topic, and

provide some sense

of closure.

● RF 1.2.B. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

representing long vowel sounds.

● RF1.4 A. Read grade-level text with purpose and understanding.

● RF1.4 B. Read grade-level text orally with accuracy, appropriate rate, and expression

CRP Standards ● CRP1. Act as a responsible and contributing citizen and employee.

● CRP2. Apply appropriate academic and technical skills.

● CRP4. Communicate clearly and effectively and with reason.

● CRP5. Consider the environmental, social and economic impacts of decisions

● CRP7. Employ valid and reliable research strategies.

● CRP9. Model integrity, ethical leadership and effective management.

● CRP10. Plan education and career paths aligned to personal goals.

● CRP11. Use technology to enhance productivity.

● CRP12. Work productively in teams while using

● CRP1. Act as a responsible and contributing citizen and employee.

● CRP2. Apply appropriate academic and technical skills.

● CRP3. Attend to personal health and financial well-being.

● CRP4. Communicate clearly and effectively and with reason.

● CRP5. Consider the environmental, social and economic impacts of decisions.

● CRP6. Demonstrate creativity and innovation.

● CRP7. Employ valid and reliable research strategies.

● CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

● CRP1. Act as a responsible and contributing citizen and employee.

● CRP2. Apply appropriate academic and technical skills.

● CRP3. Attend to personal health and financial well-being.

● CRP4. Communicate clearly and effectively and with reason.

● CRP5. Consider the environmental, social and economic impacts of decisions.

● CRP6. Demonstrate creativity and innovation.

● CRP7. Employ valid and reliable research strategies.

● CRP8. Utilize critical thinking to make sense

● CRP1. Act as a responsible and contributing citizen and employee.

● CRP2. Apply appropriate academic and technical skills.

● CRP3. Attend to personal health and financial well-being.

● CRP4. Communicate clearly and effectively and with reason.

● CRP6. Demonstrate creativity and innovation.

● CRP7. Employ valid and reliable research strategies.

● CRP10. Plan education and career paths aligned to personal goals.

● CRP11. Use technology to enhance productivity.

cultural global competence.

● CRP9. Model integrity, ethical leadership and effective management.

● CRP11. Use technology to enhance productivity.

● CRP12. Work productively in teams while using cultural global competence.

of problems and persevere in solving them.

● CRP9. Model integrity, ethical leadership and effective management.

● CRP11. Use technology to enhance productivity.

● CRP12. Work productively in teams while using cultural global competence.

Interdisciplinary

Standards &

Standard 9

Social Studies Standards:

● 6.1.4.D.3 ● 6.1.8.D.2.b ● 6.1.12.D.2.a ● 6.1.4.C.2-3 Standard 9

9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.

Technology Standards:

● 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

● 8.1.2.A.2 Create a document using a word processing application.

Social Studies Standards:

● 6.1.4.D.11 ● 6.1.4.D.13 ● 6.1.4.D.14 ● 6.1.4.D.16-20 Standard 9

9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.

Technology Standards:

● 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose. Select and use applications effectively and productively.

Social Studies Standards:

● 6.1.4.D.3 ● 6.1.8.D.2.b ● 6.1.12.D.2.a ● 6.1.4.C.2-3 Standard 9

9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.

Technology Standards:

● 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

Social Studies Standards:

6.1.4.B.5-8 6.3.4A.1 Standard 9

9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.

Technology Standards:

8.1.2.A.2 Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

● 8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

● 8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

● 8.1.2.A.2 Create a document using a word processing application. 8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

● 8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

● 8.1.2.A.2 Create a document using a word processing application.

● 8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

● 8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

Modifications/Ac

commodations

● Academically At Risk Students: The following American Reading Company leveled texts, audio books, text-to-speech platforms (Google/MyOn/NewsELA/Wonderopolis), graphic novels, levels informational texts via Newsela, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts,

● Academically At Risk Students: The following American Reading Company leveled texts, audio books, text-to-speech platforms (Google/MyOn/NewsELA/Wonderopolis), graphic novels, levels informational texts via Newsela, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-

● Academically At Risk Students: The following American Reading Company leveled texts, audio books, text-to-speech platforms (Google/MyOn/NewsELA/Wonderopolis), graphic novels, levels informational texts via Newsela, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts,

● Academically At Risk Students: The following American Reading Company leveled texts, audio books, text-to-speech platforms (Google/MyOn/NewsELA/Wonderopolis), graphic novels, levels informational texts via Newsela, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize

recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.

● Enrichment/Gifted: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process, or product, according to student’s readiness, interests, and/or learning styles, expended open-ended abstract questions.

● ELL Students: SIOP Strategies, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency Strategies. If/Then Resource

● Special Education: Modifications/Accommodations in line with IEPs, Graphic Organizers, Background

in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.

● Enrichment/Gifted: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process, or product, according to student’s readiness, interests, and/or learning styles, expended open-ended abstract questions.

● ELL Students: SIOP Strategies, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency Strategies. If/Then Resource

● Special Education: Modifications/Accommodations in line with IEPs, Graphic Organizers, Background knowledge work, extended time, assist w/ organization, use of computer,

recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.

● Enrichment/Gifted: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process, or product, according to student’s readiness, interests, and/or learning styles, expended open-ended abstract questions.

● ELL Students: SIOP Strategies, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency Strategies. If/Then Resource

before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.

● Enrichment/Gifted: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process, or product, according to student’s readiness, interests, and/or learning styles, expended open-ended abstract questions.

● ELL Students: SIOP Strategies, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency Strategies. If/Then Resource

● Special Education: Modifications/Accommodations in line with IEPs, Graphic Organizers, Background knowledge work, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize

knowledge work, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.

● 504 Students: Modifications/Accommodations in line with specific learning goals, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.

emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.

● 504 Students: Modifications/Accommodations in line with specific learning goals, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.

● Special Education: Modifications/Accommodations in line with IEPs, Graphic Organizers, Background knowledge work, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.

● 504 Students: Modifications/Accommodations in line with specific learning goals, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress,

before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.

● 504 Students: Modifications/Accommodations in line with specific learning goals, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.

verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.